Ever ask yourself why do children do half the things they do

Ever ask yourself why do children do half the things they do? You can sometimes find yourself making an odd face at some of the things children do. It could be simple as “get your mouth off that” or “stop making faces.” Unpredictable and peculiar children can be in their action. I believe through the studies and understanding of child development theories can we understand and help navigate the behavior of our youth.
The developmental process of an ability that children obtain by a certain age group is a milestone. These include expressing, physical, emotional, talking, social, recognizing recalled sounds, and cognitive. Think of milestones as a compass or checkpoint. They lead you and tell how a child should able to perform by a certain age. There are four basic categories for developmental milestones. Physical Milestones involve both large motor skills and fine motor skills. Large motor skills include: sitting up, standing, walking, and crawling. These are usually the first of skills to develop. Then there’s fine motor skills that develops later. These set of skills generally include precise movement. For example writing with a pen or even picking up small objects. Cognitive focuses on a child ability to think, learn, and problem solving. For examples cognitive would be a student learning a new skill or responding to a situation. Social and emotional milestones centers on an individual ability to understand his or her own emotions while understanding others. Last of the milestones is communication milestones which include both language and nonverbal communication. Children develop at different rates; these milestones are put in place to monitor and pace the development of our youth.
An example that unmistakably distinguishes every one of the three domain areas including social, cognitive and physical is a youthful that is playing a soccer competition. Physically he is kicking the ball and running additionally he feels the torment on his leg when he kicks the ball. Cognitively he is thinking imagine a scenario where he misses the goal. As it were his full focus is simply on the ball. As far as his emotions inclination he is feeling constrained and anxious. Socially he is speaking with team players in his group. In this way these precedents plainly distinguish the three domains are interrelated.
The environment influences, for example, associates, family and education help form life and mold it into a unique development. Companions have impacted forming my life. The associate gathering is imperative since it enables a tyke to learn social, friendship, loyalty, and quality values with different companions. Companions do have more influence impact over issues of ones life, for example, music taste or recreation exercises (Troll and Bengston, 1982 and Davies and Kandel, as refered to in Robertson, 1989, p.84). Through life peers become more vital to ones life . As I developed more established I invested increasingly energy in the organization of my associates. Investing energy with companions can make you feel more accepted. I picked peers who acknowledge me and whom I share my demeanors and interests. I can believe my companions and we help each other out when we have issues. Friendship furnishes young people with a warm, close and confiding in relationship (Santrock 2002). Having companions can have helped to be more autonomous and sure. I was bashful, yet by making companions I felt more agreeable and free around them and around others.